Educ. Leadership & Policy

This course is designed to review/discuss the foundations of a teacher supervision and evaluation system which includes emphasis on adult learning theory, classroom supervision/coaching, supervision which promotes professional growth, principles/standards for effective teacher evaluation and performance-based approaches to teacher development/ school improvement that are closely aligned with student learning outcomes.

This course provides an overview of the study and practice of public administration. It gives students an overview of the basic concepts and issues in the field, including theories of organization, public policy, public management, decision making, public law, program implementation and evaluation, and ethics, and notes how the field has developed over time. Students develop skills in decision making, and in appreciating the multiple perspectives, values, and ethical challenges of public service.

This course is designed to examine the significance of effective school supervision. Examination of both formative and summative models will be examined as well as their role in improving teaching and learning.

This course is focused on how organizations change, and how to be a change agent in an organization. It emphasizes the forces for change, the change implementation process, the qualities and skills of successful change agents, and the behavioral theory of how individuals and organizations change

This course introduces the tools and techniques education leaders will need to be able to budget, administrate, and manage school funding. Participants will develop an understanding of the fundamental issues of education finance by examining sources of revenue on federal, state, and local levels. Participants will also learn about approaches and procedures for budgeting, forecasting budgets, managing business operations, the reporting and auditing of funds, and issues specific to funding special education and school choice.

This course provides a history of education policy in the United States leading to current policy issues centered around access and equity in education.

This course examines the policies and practices used by human resource management staff to build and maintain an effective work force. Topics include human resource planning, job analysis, recruitment, selection, performance appraisal, manpower development, compensation, and labor relations.

Ethical decision making is essential for values-based leadership. Most decisions have ethical implications, but discerning the ethical dimension requires skill and an understanding of how ethical issues are shaped and informed by ethical theory. In this class students encounter theories from the field of ethics such as utilitarian, deontological, social contract, communitarian, and natural law. Students also interact with major philosophical concepts such as principles of nonmaleficence; beneficence; justice and respect for persons; and virtues of care, compassion, integrity and courage.

Allows the student to explore a topic of interest under the close supervision of a faculty member. The course may include directed readings, applied work, assisting a faculty member with a research project, carrying out an independent research project, or other activities deemed appropriate.

This course is focused on how organizations change, and how to be a change agent in an organization. It emphasizes the forces for change, the change implementation process, the qualities and skills of successful change agents, and the behavioral theory of how individuals and organizations change.

This leadership development course will: Provide participants with an understanding of leadership and how it differs from management. Develop the participants' ability to articulating values, inspiring others to share a vision, employ systems thinking, and lead change effectively.

This course provides a fundamental understanding of technology planning and selected computer applications for educational leaders and administrators. The focus of instruction is to have educational leaders use the computer as a decision-making and planning tool for carrying out communication functions of administration at the building/district office levels, classroom management, and instructional presentation.

This course introduces the tools and techniques education leaders will need to be able to budget, administrate, and manage school funding. Participants will develop an understanding of the fundamental issues of education finance by examining sources of revenue on federal, state, and local levels. Participants will also learn about approaches and procedures for budgeting, forecasting budgets, managing business operations, the reporting and auditing of funds, and issues specific to funding special education and school choice.

The goal of the Educational Administration and Governance course is to facilitate candidates' deep thinking concerning substantive aspects of administration and governance. Candidates will examine and critique the extent to which social justice and equity exists for students who have traditionally experienced oppression at the societal level, as well as in micropolitical public schools in the United States. Using Critical Race Theory as the theoretical framework, candidates will be provided learning opportunities to understand, challenge, reflect upon and make practical applications of administrative theory and policy vis-'e0-vis the impact upon Black and Brown students. Utilizing key elements of both democratic classroom and adult learning theories, governance structures and the underpinnings of policy-making will also be covered in this course through a contemporary examination of interest groups that shape the ways in which public education as a socio-political function is conceived, perceived, structured and implemented.

This course introduces the concepts and skills involved in understanding and analyzing research in education and related areas. The course provides an overview of basic, general knowledge of various research methodologies. Students should expect to study much of this material in greater depth through additional course work before being fully prepared to conduct independent research. However, this course should enhance their ability to locate, read, comprehend and critically analyze research articles and reports. Topics in the course include quantitative and qualitative methods and designs, historical and descriptive research and program evaluation.

This course is designed to introduce students to qualitative research methods. The course will use a combination of didactic, interactive and applied techniques to teach knowledge and skills relevant to qualitative research. Through the course, students will be expected to conduct their own qualitative study. Students will work individually to collect data throughin-depth interviews. Students work in small groups to analyze the data, and present the results of the analysis. Students will submit their interview guides and interview transcripts for evaluation. Students will also learn the basic steps of qualitative data analysis. Students will submit their codebooks, and an analytical product for evaluation. In addition, students will be evaluated on their final presentation, and on their in-class participation.

This course is designed as a beginning law course for school teachers. Topics to be studied include organizational structures of school, federal and state systems, church-state related issues, teacher rights, rights of students with disabilities, instructional issues, tort liability, and equal opportunities in education.

Intensive field experience in a supervised setting, emphasizing research, clinical practice, or college teaching.

The purpose of this course is to take students from a point at which they have general ideas about their dissertation topic through the development of a solid structure, research strategy and drafting of framing chapters.

In consultation with the mentor and advisory committee, the student will design and conduct research to complete the aims identified in his/her research proposal or as modified subsequently in line with recommendations from the committee. See note on page 577 related to dissertation courses.

This course will provide historical and societal background on the creation and emergence of MSIs within the U.S. higher education context.

This course studies leadership styles, skills, roles, and functions of leaders of organizations. Students will gain a broad understanding of the history and origins of leadership, theoretical approaches to leadership, and ethical issues facing contemporary leaders.

The history of higher education begins in the ancient world. ... This is a broad survey course intended to acquaint learners with the significant events and themes of both mainstream higher education and those institutions often thought to be on the fringes of American higher education.

The purpose of the course is to critically review current policy issues in higher education. The policymaking process as well as methods of policy analysis and policy research will be reviewed, understood, and applied during the course.

Students are provided an overview of the organization, governance, and administration of higher education.

The course is designed to help candidates examine how race, ethnicity, and culture influence students' experiences in school, and implement a multicultural approach to teaching. The course will explore cultural assumptions, attitudes, and values that shape our perceptions and predicate our action.

This course examines the legal aspects of higher education, sources of law and authority presented; impact on, interaction with, and implications of the administration of higher education are discussed. The course provides an overview of the legal issues that arise in public and private college and universities and the policy implications of those issues.

An intensive analysis of the theory and practice of qualitative research in Higher Education, including a review of primary methods such as grounded theory, case study, and phenomenology and an examination of additional methods such as connoisseurship, ethnomethodology, and symbolic interactionism.

This 3-semester hour course is an introductory examination of financial, economic, and budgetary issues within higher education. Focusing on not-for-profit postsecondary schools, students will review the primary political, economic, and social issues influencing higher education finance, examine revenue streams and expenditure patterns, survey tuition and financial aid policies, develop the ability to examine and analyze financial information, and assess the budget as an instrument of strategic planning, resource allocation, and control.

This course provides a survey of the principal aspects of school community relations for aspiring or current educational leaders.

This course provides an overview of college student developmental theory, research, and practice, as well as an overview of the history of and contemporary issues in the American college and university, and the student affairs profession. Emphasis is placed on the roles of the college and university, college and university administrators, college and university structure, and student affairs personnel in American higher education.

This course provides a historical, philosophical, and organizational overview of the practices of philanthropy as it relates to college and universities. Examines the implications for research and practice in higher education that are associated with its cultivation of philanthropy, institutional advancement and fundraising activities.

This course provides an introduction to the theoretical and practical application of data-driven decision making for institutional researchers. This course focuses on how to collect, analyze, review, and present data and information to decision-makers.

Activities related to active research under supervision by a faculty member. Two 1-credit courses are required for the doctoral qualifying examination.

This leadership development course will: Provide participants with an understanding of leadership and how it differs from management. ... Develop the participants' ability to articulating values, inspiring others to share a vision, employ systems thinking, and lead change effectively.